Abstract The field of technology and language learning, also known as CALL (computer-assisted language learning), is now a robust area of study informed by research and practice in the fields of language education, computer science, psychology, sociology, cognitive science, cultural studies, and, most of all, applied linguistics and second language acquisition (SLA). As with any other large field of study, some subareas have become the focus of study, often influenced by advances and research in applied linguistics, while others remain to be explored further; among these is the area of technology-mediated second/foreign language (L2) pragmatics, also known as interlanguage pragmatics. The lack of research in this area is puzzling if one considers that pragmatic competence is one of the essential components of communicative competence and that most of the technologies today exist in the service of communication. This article reviews the efforts so far to explore the connections between interlanguage pragmatics and a variety of technologies and innovations, as well as existing resources to bring L2 pragmatic teaching into the language classroom. It then suggests unexplored areas where technology could be used to aid the development of pragmatic competence and where pragmatic theory can inform SLA research.
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